The Bulletin

2018 Seniors College Acceptance List

The Class of 2018 pose for a final class portrait together on the Rogers Park campus

 

This year at Chicago Waldorf High School, twenty-five of our graduating seniors have applied to a college or university. The schools below have accepted our graduating seniors as of 5/15/2018. Merit scholarship offers have been generous as colleges attempt to lure the most qualified students.

In high demand: in 2017-18 the seniors amassed
over $2,450,000 in merit scholarship offers!

A number of colleges/universities are new to our list when compared with the last few years. These schools include Oberlin College, California College of the Arts, Illinois Institute of Technology, the University of Massachusetts-Amherst and The American College in Dublin, Ireland. College familiarity with CWS continues to expand with each graduating class. Congratulations to our seniors and their families!

 

       
 

Schools that accepted CWS students from the Class of 2018: *

 

American College - Dublin

Bard College

Berklee College of Music

Boston Conservatory

Bradley University

California College of the Arts

Carroll University

Colorado College

Columbia College Chicago

Concordia University Chicago

Cornell College (IA)

DePaul University

Dickinson College

Illinois Institute of Technology

Illinois Wesleyan University

Kalamazoo College

Langston University

Lawrence University

Lehigh University

Lewis and Clark College

Macalester College

Moore College of Art & Design

Oberlin College

Oregon State University

Roosevelt University

Rutgers University: Camden

Sarah Lawrence College                
 

School of the Art Institute - Chicago

Seattle University

Skidmore College

St. Louis University

St. Mary's College

St. Olaf College

SUNY - Stony Brook

Temple University

The New School

Tulane University

University of California - Davis

University of Dayton

University of Denver

University of Illinois - Champaign

University of Illinois - Chicago

U of I - Champaign School of Music

University of Massachusetts - Amherst

University of Minnesota - Twin Cities

University of New Hampshire

University of Puget Sound

University of San Francisco

University of Utah

University of Vermont

Utah Valley University

Warren Wilson College

Whittier College

Xavier University of Louisiana
 
 
Compiled by Barbara Wahler,
CWS College Counselor
 
* Listed as of May 15, 2018

Class of 2018: The Senior’s Profiles



The Seniors' “After Graduation” Plans:

 

Ultra-Violet Archer

will begin as a musical studies major at Oberlin College this fall. Oberlin offers an environment where she can explore a variety of options; she can take advantage of choir, singing with the jazz band, and taking private lessons with a conservatory professor. This summer she will tour Germany and Estonia with a singing group to attend a folk music festival. Ultra says CWS was “my life”. She is grateful to have been treated as a valued human and listened to. Because she had a voice in her education she feels a certain level of confidence in asking for what she wants and advocating for herself as she heads out into the world.
 

Claudia Bonaccorsi

has chosen to attend Dickinson College because of its art program, Italian studies, and because study abroad is featured at the school. She is interested in global studies and sustainability. This fall she may get involved in intramural volleyball and looks forward to starting off with interesting classes. This summer Claudia will spend a month with her aunt at her home in Italy. She credits Waldorf education with teaching her she could do art and has appreciated the whole high school experience. To sum up: “Had fun – bye!”
 

“...at Waldorf I learned to deal with people, to make time for things I cared about, and discovered interesting subjects I otherwise would not have found.”  - Emma


Andrew Chungbin

plans to spend his summer working at a restaurant and on the boats (with Harry), except for the time his family travels to Iceland for his grandmother’s 80th birthday! In the fall he will head off to Oregon State University where he will explore civil engineering and forestry. He says the campus is in a great location – between the mountains and the ocean. Andrew credits Waldorf for giving him hands-on art experience in painting and sculpting. His exchange experience opened him up to a lot about who he is and how he reacts to things.
 

Rebecca Fife

will attend the University of Utah in August of 2018, after a short summer including an orientation session in late June. She is familiar with Utah and has family there; the university has a good psychology department, a beautiful campus, and nice dorms. Rebecca wants to major in psychology and minor in social work, in order to work with abused children. She is ready for a big change and is looking forward to new friends, new scenery, a new social atmosphere, and a different academic environment. At CWS, Rebecca has grown into an individual; she is grateful her experience here helped her develop her personality and beliefs.
 

Harry Figiel

will be a freshman at the University of Illinois-Champaign/Urbana, after working the summer as a deckhand on a Chicago River boat. Thanks to family connections, he will be able to work with the University’s basketball team when he gets to school. He has also been offered a place in the school’s Merit [Honors] Program and is an Illinois State Scholar. Harry liked his time at Waldorf and believes it helped him a lot. He appreciates the freedom he was allowed, the small classes, and getting to know his teachers. Now, he says, it’s time to do something!
 

Isadora Harper

was offered a place in the Honors College at University of Massachusetts Amherst and believes it has the best agriculture program. She is glad to learn that the school also has an equestrian team, as this has been a big part of her life. Isadora will attend both summer and fall orientation at the school; she will spend the rest of her time this summer working at Uncommon Ground and teaching violin. Isadora believes that Waldorf made her “the best version of me” and values the magic of grade school and the good community here. Now she is ready to be somewhere new. Isadora is an Illinois State Scholar and received a National Merit Scholar Letter of Commendation.
 

Emma Hartmann

has selected to attend Lehigh University because it’s a good size for her; she feels a good relationship with professors there; it’s strong in engineering, math and science; and the beautiful campus is close to larger cities, among other strong features. She will be in the Honors Program, which means no general education classes, a “senior project” opportunity that not everyone has, and a mentorship program. Emma was also offered a spot in Tulane’s Honors Program, although she will not attend there. Before heading to college, Emma will take a gap year that will include working full-time this summer at a café and math tutoring, followed by a 3-month internship working on human rights law in Tanzania; then renting an AirBnB in Paris to read, study French, and travel. Emma says at Waldorf she learned to deal with people, to make time for things she cared about, and discovered interesting subjects she otherwise would not have found. The work creating a senior project was awesome.
 

“... I feel my whole life is connected to Waldorf; it has made me who I am and taught me to value learning. I'm sad to leave, but also ready to go out into the world.”  - Grace


Elizabeth Jaskot

has chosen to attend Columbia College Chicago because of the opportunity it offers. She can get hands-on experience and learn everything about filmmaking, which is her major. Living on campus will be a new experience and she is excited about going to school to learn about what she’s wanted to do for a long time. After a trip to London for her graduation/birthday gift, Elizabeth will work during the summer to earn money for school. Elizabeth liked the community at Waldorf and was looking for the same at college; she is glad to see that Columbia is all “artsy people like here.”
 


Zari Jones

is excited to be heading south to Xavier University of Louisiana in New Orleans! The school is good for her major, Zoology, and she likes that it guarantees students a job after graduation. Zari’s dream is to travel and work with wildlife and exotic animals; she believes Xavier will be a good first step in that direction. She is currently applying for summer jobs to earn money for college and also hopes to visit Disney World. Once she gets to college she will focus on settling in to the new routine of being an adult out on her own!

 

“... I appreciate the free thinking and that classes are more a conversation than lecture; looking back, it’s what I needed.”  - Charles


Grace Kahn

was offered a spot in Skidmore College’s London Program, but has chosen to attend Oberlin College beginning in the fall of 2019. She loves the size and feels the people at Oberlin are passionate and interested in education in and of itself. She would like to double major in environmental studies and creative writing with a minor in studio art. The cooperative housing is also a plus. During her gap year, Grace will spend the fall “woofing” in Norway, then winter in Oslo working with Waldorf students at an art center, followed by a visit to Berlin and Vienna to stay with her exchange family. Grace feels her whole life is connected to Waldorf; it has made her who she is and taught her to value learning. She is sad to leave, but also ready to go out into the world.
 

Alexander Levinson

plans to spend two weeks this summer in the renowned Castleman Quartet Program, a small program to explore chamber music with professional musicians in Fredonia, NY. This summer he plans to play gigs in Chicago to save money for college. This fall, Alex heads to Bard College Conservatory where he will earn a dual degree in music and sciences or English Literature. The school is close to New York City and there are “enough people to get to know” without being huge. Alex says it is small enough that it has a “Waldorf” feel to it.
 

Caroline Livaditis

applied Early Decision and was accepted to Colorado College. She appreciates the block system, which is a good fit for her, as well as the style of experiential learning and the chance to study abroad – she can do a block almost anywhere in the world. Caroline plans to study international relations with a double major or minor in German. She’s excited about the location and outdoor activities and looks forward to meeting new people. Caroline is taking a gap semester and will spend two months this summer as a camp counselor; then head to India for three months to study Hindi and yoga. As a long-term Waldorf student she has learned to love learning, was glad she could learn at her own pace and LOVED exchange because, through that experience, she found what she wants to do with her life.
 

Zoë Miller

is elated to be attending Oberlin College. It’s a good fit and she can see ensemble music; pursue a variety of interests, such as theatre and music; and study psychology and social work. The winter term is attractive as it offers the independence and freedom to explore, to find new interests. She will spend her summer working as a nanny full-time and visiting family and friends. Her time at Waldorf taught her she can be happy "doing whatever" as long as she is with a good community. She really valued the class trips, the student/teacher relationships, and that the requirement to do art, theatre, and music showed her she could enjoy these subjects without having to be an expert.
 

“... I am grateful for my Waldorf class “family” connections. Now I am ready to move on to my next great adventure!” - Levi

 

Helen Murray

leaves on June 11th for Marine boot camp. Helen is an Illinois State Scholar and also received a National Merit Scholarship Letter of Commendation; however, she does not want to go to school right away. The Marines offer an opportunity to be outdoors, to get paid work experience, and will then pay for college when she is ready to go! Her job in the Marines will be in intelligence; Helen wants to be a cryptologic linguist and then study STEM in college. She feels Chicago Waldorf School was a good place to "figure yourself out," to not follow along with the crowd; and she values her relationship with her teachers.
 

Ayodele Opeifa

will spend this summer after high school visiting with family in Nigeria. This fall she plans to attend Illinois Wesleyan University; she likes the campus and feels she can be at home there. Ayo will major in political science; she wants to learn more about how government works.
 

“...As a long-term Waldorf student I learned to love learning, was glad I could learn at my own pace and LOVED exchange because, through that experience, I found what I want to do with my life.”  - Caroline

 

Eva Preus

has enrolled in the University of San Francisco for the fall. The school has a good art program and she plans to live off-campus with friends. She is looking forward to a new environment and being able to have the freedom to create her own routine. This summer she will spend her time working to save money for the fall. Eva says the CWS community has made her who she is, thanks to a well-rounded education. She really values the relationships with her teachers and her “25 siblings-for-life!”
 


Morgan Reesh

has been accepted to the Boston Conservatory at Berklee, and is still waiting to hear from her #1 choice: the Tisch School of the Arts at NYU. Boston offers her small classes, contemporary theatre; she is able to be fully immersed in her passion. This summer she will spend much of her time working; as well as attending a camp retreat and performing at a wedding. The Chicago Waldorf School was like her second home – she’s a “lifer”! She felt trusted here and that the teachers see students as real people; the support and education is unparalleled. The teachers personally know and understand the students and the environment has excited her to learn new things.

 

Ulises Rodriguez

heads to Oakland, CA this fall to begin school at the California College of the Arts. He appreciates that the school offers a more narrowed focus on specific subjects, which fits what he wants to learn. This summer he will spend his time enjoying his freedom! Ulises states that he valued the art exposure he received at CWS.

 

“... As a transfer to Waldorf, I found that I loved the arts and the community at the school. I have enjoyed the trips, the opportunities (for community service, & that music and theatre are required); I have been exposed to things – like agriculture – that I might not have been elsewhere. I really like the Waldorf way “of being conscious” of everything!” - Victoria

 

Victoria Ryan

will attend Moore College of Art & Design in Philadelphia this fall. She is excited about being in a new city and looks forward to studying fine arts. She already has good connections in the Philly art scene. This summer she is hoping to have time for some travel. As a transfer to Waldorf, Victoria has found that she loves the art and the community at the school. She has enjoyed the trips, the opportunities (for community service, that music and theatre are required); she has been exposed to things – like agriculture – that she might not have been elsewhere. She really likes the Waldorf way “of being conscious of everything!” Victoria will study product design and plans to focus on what she would really like to pursue as a career, such as education or studio art.
 

Charles Saineghi

is staying in Chicago to attend the Illinois Institute of Technology this fall. While he plans to study Electrical Engineering, he say he will “see where it goes”. IIT is familiar to Charles as he has taken classes there previously. This summer he plans to work. Charles will miss the people here; he states that the Chicago Waldorf School has been a valuable high school experience and he would like to have started here earlier. He appreciates the free thinking and that classes are more a conversation than lecture; looking back, it’s what he needed.
 

Levi Schneider

will nanny this summer, an opportunity that arose out of his internship with Waldorf’s Early Childhood program. After the summer, he plans to move to Oregon where he will work on an organic farm. This is something he’s been interested in for some time. He also intends to make time to pursue his passion for making and recording music; with plans to attend the School of Audio Engineering Institute Chicago. Levi is grateful for his Waldorf class “family” connections. He feels that now he is ready to move on to his next great adventure!

 

Elida Sepich

is working this summer at Crate & Barrel and may volunteer at the Kohl’s Children’s Museum, where she interned earlier this year. At the end of August, Elida is off to Carroll University in Wisconsin. She appreciates that it is a small school and it’s close to home; she is excited to be rooming with a friend she’s known since 9th grade. While she is currently undecided about her major, Elida has an interest in graphic design, marketing, and communications; she may also consider a double major. After three years at Chicago Waldorf School, Elida is both nervous and excited about attending a more traditional style school, though she says she will miss the one-to-one connection with teachers here. Elida plans to meet the Carroll six-week challenge: If you can make it for six weeks, you will make it for four years!
 

Aiastan Sherniiazov

will be starting at Lawrence University in Appleton, WI, this fall. He says that it’s a good school, is similar to Waldorf in its philosophy, has a music conservatory and also offers physics, philosophy, psychology, neuroscience, music, and business – all of which interest him. He could study any of these areas and is also interested in sleep science and astrophysics! Aiastan goes home to Kyrgyzstan this summer to visit family before starting school. He speaks well of his time at Chicago Waldorf School and says it helped him find his own voice and personality. As people struggle to discover who they are, Waldorf opens them up to find their own meaning, to find out what they can do. It has opened Aiastan up to the process of learning.
 

Aiden Zielinski

is looking forward to working this summer, perhaps on a taco food truck, to save money to visit Berlin, where he went on exchange. In January he will enroll in Oakton Community College to complete his general education classes. Then he plans to transfer to a larger 4-year college, perhaps in Oregon.

With warmth for our Graduates...Fare Thee Well!

* All self-portrait paintings by the seniors, class of 2018

Interview profiles created by Barbara Wahler
Post edited by Jason Greenberg, mid-May, 2018

Joy and Excitement at our first May Fair in Andersonville


Over a week ago we celebrated our annual May Fair, now in its 46th year; but also brand new as it was our first time hosting it on our new campus.

Teachers, students, parents, staff, alumni, friends and local neighbors visited the fair and enjoyed the Maypole dance welcoming Spring in with our full community.

Remember these moments from the fair when we celebrated together!

slide show here >>

May Fair 2018

Saturday, May 19th /  10am – 4pm

Chicago Waldorf School – Andersonville
5200 N Ashland Ave. / at Foster Ave.

The Chicago Waldorf School May Fair brings together everything you love about Waldorf: community connections for the parents;
energetic & playful fun for the children.

Instructions: Click on the image to enlarge it to full view, then use left and right arrows on the edges to navigate.
Big Thanks to CWS parent Kevin Gates who took these great photos of the 2018 May Fair!

How We Teach Science In Waldorf Education



As part of our year-long lecture series being hosted by the Parent-Teacher Organization (PTO),

CWS faculty members present on a variety of topics that launch discussions within our parent community. This year’s PTO events focus on neuroscience and the philosophies and learning principles in Waldorf education. This past January, High School Biology, Geology & Life Sciences teacher, Michael Holdrege, presented a talk with parents entitled: 


How We Teach Science In Waldorf Education & at CWS

Here is a synopsis of his talk reviewed by PTO co-chair, Judy Shaver-Chungbin:
 

Michael Holdrege first discovered the work of Rudolf Steiner while living in Colorado. He studied Steiner’s work at Emerson College in England and did his Waldorf teacher training in Germany. From there he went on to teach in Austria. Once back in the United States, he settled in Chicago where he was asked in 1994 to help start the Chicago Waldorf High School.

He began the discussion of How We Teach Science with a brief overview of human development. Early Childhood students have wonderful imitative capacities and are very open to the world and nature. In grade school, they begin their “inner separation” as the classroom teacher leads them into aspects of this world they do not yet fully understand. Science studies at this young age are more “nature studies,” like the exploration of animals and plants in the early grades which then transition to the “hard” sciences during middle school.

In high school, one of the main intentions is to help students develop “sound independent judgement.” The science curriculum supports this by having students study phenomena first, thereby taking in what they have observed and describing it. This builds their capacity to ‘see.’  The students then learn to ‘analyze’ and ‘synthesize’ as they compare and contrast those observations with prior experiments as they “build a network of conceptual insight.”  When something is broken apart, it is important for them to have the capacity to re-integrate it and be able to “see the connections between things that have been separated and understand how they relate.”  Often in science experiments, one notices a phenomenon but cannot see all that has occurred. So in the Waldorf approach to science…

…students must use their imagination as they do in real life when “thinking their way into the future based on concrete evidence.”  

 

Michael mentioned two books, The Power of Mindful Learning by Harvard Psychology Professor, Ellen Langer and Thinking Fast, Thinking Slow by Nobel Prize in Economics laureate Daniel Kahneman. Ellen Langer talks about how it is important for educators to inspire students to want to know, as opposed to spoon feeding them all the information. Daniel Kahneman coined the WYSIATI principle, “what you see is all there is.” Often the initial impression “is it.” So it’s important for students to be able to integrate more phenomena and feelings in their judgments and questions because ‘life is multi-dimensional.’

Enlightenment Block BookSeeing With Multiple Lenses

He then went on to describe how when he teaches biology, students often have narrow preconceived ideas. They may state a basic concept like “the heart pumps blood.” As opposed to being just a pump, it is actually a “seven layered spiral muscle that opens up and contracts,….receives and expels in a twisting motion that goes on for 70 or 80 years.” The circulating blood plasma leaves the capillaries and returns again some 60 times per day (microcirculation and flow-back). He expands the discussion to also relate to emotional states such as fear (exemplified in the pounding heart of stage fright) or love (as embodied in the expression “heartfelt).”
 

Life is Multi-dimensional

Michael leads them in developing an inner picture reflecting on the physical like the ‘littleness’ of capillaries and how the estimated 60,000 miles of blood vessels in each of our bodies could go around the world two and one half times. Envisioning and other aspects of scale, function and symbolism are considered in relation to the heart and circulation in this science block. In the end, the students have expanded their understanding of the heart’s physical characteristics to a more ‘complex and differentiated concept’ of this central aspect of the human organism.

Through observation, analysis, questioning and inner visualization, the students learn important scientific concepts as well as school their capacities for making thorough and multifaceted judgments.
---

This synopsis of Michael’s presentation at the last PTO meeting is provided by Judy Shaver-Chungbin, PTO co-chair.
The illustrations are taken from block books created by High School students for the science & humanities curriculum.

45th Annual Holiday Fair Lights Up the Season


HAPPY HOLIDAY FAIR!

On Friday our full community (including: volunteers, vendors, students, and a few gnomes and fairies too!) converged on the school to install decorations and make preparations for our school to be transformed into a magical wonderland for the children.

Our 45th annual Holiday Fair launched on Saturday on a warm welcoming day blessed with sunshine.

Click on the slideshow >>


ENTERTAINMENT ONSTAGE

Students, parents and their relatives and friends presented their talents at the fair. It was great to see them shine in musical performances, seasonal caroling, community sing-alongs & a few comedic interuptions too.

The opening welcome holiday sing-along was provided by father-daughter duo, Marlon & Ella St. John, followed by:
- 5th Grade Foolery; a recorder orchestra with some humor included!
- The Wildflowers featuring Jill Van Buren & Marianne Vincent, an old-timey stringed duo
- Lynne Mandarino (CWS Aunt) sang and played electric guitar
- Chance Schneider returned to the stage this year. This experienced 9th grade performer played guitar & sang
- The Snowflakes; Mieke, Sarah & Rebecca from the 5th grade sang winter wonderland carols
- Maia Powell, a 10th grader, sang acapella songs with a powerful, mesmerizing voice
...and finally, the grand finale was a “last waltz” style group sign-along, with many performers returning to the stage.

 

SOME ACTIVITIES AT THE WALDORF WELCOME ROOM:

Care to Share - This school-wide philanthropic initiative
       raises funds to support Waldorf schools world-wide, They offered
       handmade Waldorf items including: teething dolls, crowns,
       felt dragons & doves, fairy wands, princess hats, capes, fairy
       skirts, knight tunics, gnome hats and more.

Waldorf 100 Postcards - To celebrate the Waldorf Centennial, the Waldorf Association
       had postcards that students, famlies and friends are decorating to send
       to other Waldorf schools around the globe.

Mail A Star - A table was set to send gift messages to support children and Waldorf schools in this giving season.

 

Fair-goers also enjoyed shopping in the Vendor Village in the gymnasiym with many table vendors offering seasonal wares aligned with Waldorf values. And the heart of the Fair was the decorative tables where students, parents, faculty and staff could socialize, have meals, connect and chat with the many alumni, extended family members, neighbors and other friends of the school who were in attendance too.

 

MORE PHOTOS!

If you enjoyed seeing these scenes of Holiday Fair above, THERE ARE MANY MORE!  Click this link to see a large slideshow of over 70 beautiful photos of the fair that were taken by EC parent Kevin Gates. Thank you Kevin for sharing your lively & lovely photos of all the participants and activities of the fair!


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SLIDE SHOW: Click on the image to enlarge it to full view, then use left and right arrows on the edges to navigate.
Big Thanks to CWS parent Kevin Gates who took many additional great photos in the linked library shared above.
The photos in slideshow at top of the article are by CWS Communications Director, Jason Greenberg.

CWS Celebrates Chicago Pride in 2017



This past Sunday was the day of Chicago Pride Parade, in its 48th year. CWS teachers, students, parents and staff marched to show Chicago our love for our school and to honor the strength and diversity of all our families in the Waldorf community. CWS is one of the founding schools to actively join in Chicago Pride Parade (along with Nettelhorst School we are the two longest participating schools). This will be our 7th year marching in the parade with a growing roster of independent & public schools, the Chicago Teachers Union, local High Schools and other educational, cultural and social service institutions.

slide show here >>

CWS marchers wore shirts, rainbow capes (hand-dyed by Waldorf students as is tradition at our school) and other parade swag and the students adorned themselves; some with rainbow facepainting and others with Waldorf temporary tattos that were a big hit when distributed to the crowds.

Kids used bubble machines, rode bikes and jumped rope all along the parade route. It was truly a crowd pleaser when the marchers could coax a parade monitor or police officer to join in the jumprope challenge and many of them obliged. High fives, noisemakers, confetti and well-wishes rounded out the crowd appreciation for our students and families who marched that day. 

Overall it was a fantastic day complete with honoring ALL Waldorf families including our parents, students and community members from the LGBT community and its advocates and supporters. The parade demonstrates and reflects the great diversity and depth of people that make up our cosmopolitan city. On this day and in all ways, CWS is proud to SHOW OUR PRIDE of our community!

SLIDE SHOW: Click on the image to enlarge it to full view, then use left and right arrows on the edges to navigate.
Big Thanks to CWS parent Kevin Gates who took many of these great photos and the video.
Additional photos by CWS staff, Jason Greenberg and Madeline Fex.

Parent Video Captures CWS Spirit at Pride Parade

Big THANKS and warm appreciation to all the CWS families, students, parents, faculty, staff and friends who joined our contingent marching in the parade. This year in our group of 40+ marchers we were lucky to have Early Childhood parent, Kevin Gates, because Kevin did a wonderful job capturing the spirit of the event in real-time, literally "street- level" video. The parade experience has different highlights every year... Enjoy watching this year's video of our school bus, the crowd reactions and even some of Chicago's finest jumping rope being turned by our students and parents!

Click here to see the video!

High School Students Illustrate German Proverbs

Sometimes a simple class assignment can have a deeper than expected impact. That's what happened when the German broadcaster Deutsche Welle (or "German Wave") published a suite of Chicago Waldorf students illustrations to their website. CWS's advanced German language class (German IV) had an assignment for the Waldorf students to "visualize traditional German proverbs."  The resulting whimsical, sometimes cartoonish, sometimes moody, images show the students' explorations of the nuances of language (allowing them to find both similarities with idiomatic English phrases and sometimes discover entirely unexpected new concepts specific to the German language and culture). Here are a few of their illustrated concepts:

 

Wer zuerst kommt, mahlt zuerst

("First come, first serve")  by Caroline Livaditis, 17  (above)
The saying literally means "whoever comes first, mills first." In society, this idea is often taken to an extreme. I wanted to make it clear that being the first to the mill is extremely important to these two men, and as they race towards their destination, life passes them by. Accomplishing ones goals is worthwhile, but let this saying remind you to enjoy the ride.
 

Wer anderen eine Grube grabt, fallt selbst hinein

("Those who dig a pit for others will fall in themsleves")  by Zosia Nowak, 17 (below)
I carved out the whited space from a piece of rubber and then used black and white ink to make a hand-made block print. The black and white represent the fight between good and bad. There often turns out to be a lot of gray spaces as well. We get to chose our deeds and should anticipate them coming back to us.

 

Here is how Deutsche Welle introduced the project:

Each week, DW has been publishing an original illustration by Antje Herzog of classic German proverbs.

In response to the collection, the 11th grade German class at the Chicago Waldorf School drew up their own original illustrations of German proverbs and sayings - borrowing a few from the DW series and adding several of their own.

"The challenge was to connect the literal with the symbolic and make both the superficial content and its deeper meaning visible"   - Theresa Hermanns



German teacher, Frau Hermanns, added that this was a way for her students not only to internalize the German sayings, but also to gain a new perspective on their native language, English. "The students were able to develop understanding, joy and appreciation for the particular imagery and richness of both languages."

In the gallery of images, the students, aged 16 and 17, present their original illustrations along with a brief explanation of their visual approach to these famous German proverbs and sayings.

Their own grasp of wisdom, it seems, goes well beyond their years. ---

 

  Ein Unglück kommt selten allein  >>

("Misfortune seldom comes alone")  
   by Ultra Violet Archer, 17 

I wanted to portray this proverb in a very literal sense. This led me to draw "Die Ungluckliche Bande," a group of thugs who bring bad luck wherever they go. I chose the cartoon style which gives this proverb a comical air.
 

1. Wer den Pfenning nicht ehrt, ist des Talers nicht wert ("A penny saved is a penny earned")  by Andrew Chungbin
My proverb means that if you don't appreciate the small things in life, you don't deserve the big ones. This illustration is my iterpretation of a man who doesnt appreciate the little things like pennies. But as he wanders further on, he sees a great piece of gold. He attempts to grab the gold but he can't reach it. He's held back by his disrespect for the small things.

2. Das Auge isst mit  ("The eye eats as well")  by Helen Murray, 17
"The eye eats as well" means that how food looks also counts. If food looks disgusting, one is much less likely to want it or enjoy it. To visualize this I decided to draw a blindfolded man consuming gross looking food with delight while another man looks at him appalled.

3. Du siehst den Wald vor lauter Bäumen nicht ("You dont see the forest for the trees")  by Levi Schneider, 16
For this picture I represented the proverb as seeing through the forest. It shows that you don't need to get distracted by details, but can see through the uncertainty, so the bigger picture becomes clear.

4. Schlafende Hunde soll man nicht wecken ("Dont wake sleeping dogs")  by Aiden Zielinski, 17
If you wake a sleeping dog, you will be chased and attacked. I felt the proverb was amazing and needed a good analogy. You might say you'll get rabies from a dog if you are bitten. Similarily, when you wake up old conflicts, you will be infected with old pain and grievances.
---

Here is the full portfolio of student work on the Deutsche Welle website 

Submitted on 6/28/2017 by:
Theresa Hermanns  /  Middle School and High School German Teacher
Chicago Waldorf School  /  thermanns@chicagowaldorf.org

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